Lesson Plan | Active Learning | Ethnic-Racial and Cultural Ethnic Differences and Social Inequalities

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 - 10 minutes)

The objectives stage is essential to guide students on the focus of the lesson and the competencies that must be developed. By clearly establishing what is expected to be achieved, students can better direct their prior studies and actively participate in classroom activities, applying the acquired knowledge in a practical and contextualized way.

Main Objectives:

1. Empower students to analyze and understand the population dynamics of their Federation Unit, considering aspects of migration and infrastructure.

2. Develop the ability to identify and discuss ethnic-racial and ethnic-cultural differences and their social implications in the studied geographical context.

Side Objectives:

1. Stimulate critical thinking and students' argumentation skills when discussing issues of social inequalities and their geographical roots.

Introduction

Duration: (15 - 20 minutes)

The introduction serves to engage students and connect the previously studied content with practical and real situations. By presenting problem situations, it stimulates reflection and the application of knowledge critically. The contextualization helps to visualize the relevance of the theme in everyday life, increasing students' interest and understanding of how population dynamics and ethnic-racial and ethnic-cultural differences directly impact their lives.

Problem-Based Situations

1. Imagine you are residents of a region that is receiving a large number of immigrants from another part of Brazil. How might this migration affect local infrastructure and the social and economic dynamics of the region?

2. Think about what life would be like if you were members of an ethnic or racial minority group in a city predominantly of another group. What challenges would you face, and what actions could be taken to promote inclusion and reduce inequalities?

Contextualization

To understand the importance of population dynamics and ethnic-racial and ethnic-cultural differences, it is essential to look at the world around us. Cities like São Paulo and Rio de Janeiro are examples of how these dynamics manifest, with neighborhoods reflecting Brazil's ethnic and cultural diversity. Additionally, historical events like Japanese immigration and the formation of quilombola communities in the country illustrate how these differences shape our society and its development.

Development

Duration: (75 - 85 minutes)

The development phase is designed to allow students to apply and deepen the knowledge acquired about population dynamics, ethnic-racial differences, and ethnic cultural differences in a practical and interactive way. By working in groups, they develop collaboration, communication, and critical thinking skills. Each proposed activity aims to explore the theme in a creative and contextualized manner, encouraging students to think of solutions to real or simulated problems while valuing cultural and ethnic diversity.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - Migration and Transformation

> Duration: (60 - 70 minutes)

- Objective: Analyze the impact of migrations on the social, economic, and infrastructural dynamics of a region.

- Description: Students will be divided into groups, and each group will receive the 'map' of a fictional region, which will include details about the current population, infrastructure, main economic activities, and social challenges. The challenge is to simulate the arrival of a large number of immigrants and reflect on how this would affect the region, considering aspects such as employment, housing, culture, and public services.

- Instructions:

• Divide the class into groups of up to 5 students.

• Distribute a 'map' to each group, containing the basic information of the region.

• Explain that each group must simulate the migration of a large number of people and think of measures to deal with the challenges that would arise.

• Ask each group to present their conclusions and solutions to the class.

• Conduct a group discussion on the different approaches and solutions presented.

Activity 2 - Cultural Journey Through Brazil

> Duration: (60 - 70 minutes)

- Objective: Promote knowledge and appreciation of the diverse cultures and ethnicities present in Brazil.

- Description: In this activity, students will 'travel' through Brazil, visiting different regions and getting to know the cultures and ethnic groups present in each of them. Each group of students will represent a group of tourists visiting a specific region, learning about its history, traditions, and contributions to the country. After the 'trip', groups will present what they discovered.

- Instructions:

• Organize the class into groups of up to 5 students.

• Assign each group a region of Brazil to research (North, Northeast, Midwest, Southeast, South).

• Students should research the main ethnic and cultural characteristics of the region, as well as historical events that shaped these characteristics.

• Each group will prepare a presentation that includes this information and curiosities about the ethnic group from the region.

• Hold a 'cultural fair' at the end, where each group 'hosts' the other groups in their region to share what they learned.

Activity 3 - Bridge Builders: Together We Are Stronger

> Duration: (60 - 70 minutes)

- Objective: Promote reflection on the importance of diversity and collaboration among different ethnic and cultural groups.

- Description: Students, in groups, will be challenged to 'build' a bridge that symbolizes the unity and collaboration among different ethnicities and cultures. Each group will use art supplies (colored papers, straws, glue, etc.) to construct a model bridge. The bridge should be decorated with symbols from different cultures and ethnicities, and each group will explain the meaning of their elements in the bridge.

- Instructions:

• Divide the students into groups of up to 5 and provide them with stationery supplies.

• Explain that each group should construct a model bridge, decorated with elements symbolizing the union among different cultures and ethnicities.

• Groups will have time to plan and build their bridges, and then present them to the class, explaining the meaning of each element.

• At the end, discuss with the class the different approaches and meanings of the built bridges.

Feedback

Duration: (10 - 15 minutes)

The purpose of this stage is to consolidate learning, allowing students to verbalize and share the conclusions and reflections obtained during the activities. This discussion helps reinforce understanding of the studied concepts and the importance of addressing ethnic-racial and ethnic-cultural differences with empathy and respect. Additionally, by answering the key questions, students are led to think critically and apply what they have learned in broader contexts.

Group Discussion

Begin the group discussion by asking each group to share their most significant discoveries and the solutions they proposed during the activities. Encourage students to reflect on how population dynamics affect daily life and the importance of understanding and respecting ethnic-racial and ethnic-cultural differences. Suggest they also discuss what they learned about collaboration and diversity during the construction of symbolic bridges.

Key Questions

1. What were the biggest challenges when simulating the arrival of immigrants in the region you studied?

2. How do ethnic-racial and ethnic-cultural differences influence how communities develop?

3. What lessons can we take from today's activities to apply in our daily interactions?

Conclusion

Duration: (5 - 10 minutes)

The purpose of the conclusion is to reinforce learning by linking practical activities with the studied theory and highlighting the applicability of concepts in real contexts. Additionally, it aims to consolidate students' understanding of the relevance of population dynamics and ethnic-racial and ethnic-cultural differences in shaping societies, encouraging continuous reflection on these themes.

Summary

In the conclusion, the teacher should summarize the main points discussed, recalling the importance of understanding population dynamics, migration, infrastructure, and ethnic-racial and ethnic-cultural differences. The activities conducted should be recapped, highlighting the discoveries and solutions proposed by the students.

Theory Connection

Today's lesson effectively linked theory with practice, allowing students to apply geographic knowledge in simulated and real situations. Practical activities, such as migration simulation and bridge building, served to solidify understanding of theoretical concepts and stimulate critical thinking.

Closing

Finally, it is crucial to emphasize that the study of ethnic-racial and ethnic-cultural differences is not only academic but has direct implications in the daily life of students, helping them develop a broader and more critical awareness of the society in which they live and the importance of acceptance and inclusion.